t t l \.4 l• t ,.,.. . .....

I ~ HH1 1\"''IHJ 'II

•• ( 11tlll.I.INV rw t Hl" )'1:1 1 ~ · 1 IM\•

.Ht1 11 11

1) 1 w ·' 1

I I' I

f'(o t

)(h· ~ ~ . ~L"J ~th• '""''a .. . u~ ,,., ~,

t Ufl t1Stt 114 rull\

t' U,i/.A lUI 01 :"' t : • IClH HI II J , I' IH <*JAM MoiJll l 1-'

II II .. .. I • ' . •'It IJ I I I ,, ' . . 'I I• ·•' II ,, I I I Ill ,, '• I• ... ,. II • I jl)t '" .. ... I' ul' .,. " '" t•'• I'

... If II . " I ' I ' '" I ' t,., .... ... , ' 'I. •I I• I ·,,, " I .t .II I I J 1 I •-I I . ,, .

,. I I ... , .. I•

I I• .. ,, p,• d

" J,. .. ,., I ... •I. •

I I 1\1 lHt•'fl lo.

' I . " '' I .. 1 1•r •t I I

'· •'

1 ..

,, " I •••

I' I . :. "' ' ·I I .. I• .,.

,. ., t. I h•)

I' I• . •I• . " . '" I• ... I• I I I I '• ld I

It II I ... '

,. .,. I ... J• I ,f I' .. rtd •,1 . lr I fJ

·" I ' I

... ,,., . I

rf J I .. II

.I . .. I " 'I• . .. ·I.· I . I .,, II

July 12, 2019

ALL SCHOOLS DIVISION SUPERINTENDENTS A TIN: Division YFPCGP Coordinators

For your infonnotion and dissemination.

ESTELA LEOlf!.RJNO, Ed.D, CESD IY Director WI Regional Di~tc}f J

I ll• I"" 1' •• " ' .,f ld v,ulovto

I SCHOOl' D I VI~I(t tl U t N U I Vf\ V l 7(/l.¥(,

INfORMATION AND COMMUNICAIIONS HCHNO lOGY UNI I

~ -

0 •·~~ .... ·.oo

·.,: ~

~·,l.\:;\fOt:e.J -· ~a.'"l-5 ,;, • •

1.:1 .......

l\cpui.Jii!Hl II!I ~ilipinas

Jkagawaran ng <fbuha»pon Tanggapan ng Pangalawang Kalihim

cu~ Me:M o a:~· urn- a13~C MEMORANDUM 01 July 2019

For:

Subject:

Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Directors BARMM Minister for Basic, Higher, and Technical Education Schools Division Superintendents

GUIDELINES ON THE UTILIZATION OF SENIOR HIGH SCHOOL CAREER GUIDANCE PROGRAM MODULES AND REPORTING SYSTEM

The Bureau of Learner Support Services- Youth Formation Division (BLSS­YFD) is issuing the following guidelines on the Utilization of Senior High School Career Guidance Program Modules and Reporting System:

1. Pursuant to Rule V of the Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013, the Department of Education (DepEd) is mandated to properly guide secondary level students in choosing the career tracks that they intend to pursue through informed career choices towards becoming productive and contributing individuals. Consistent with the said mandate, the Senior High School (SHS) Career Guidance Program (CGP) Modules were developed and rolled out nationwide during the National Training of Trainers and Mass Training of Teachers and Career Advocates per DepEd Memoradum No.8, s . 2017.

2. The SHS CGP Modules (Grades 11 and 12) shall continue to be delivered by the class adviser or career advocate every third week of the month starting July of every school year. As such, school heads are advised to make the necessary arrangements relative to the schedule of activities and the loads of class advisers or career advocates, ensuring that classroom instruction is not unduly affected.

3 . The class adviser or career advocate shall include the delivery of the CGP Modules in the School Teacher's Program. It shall be considered one (1)

Office of the Undersecretary for Administration . {Admi111Silcl1i:l(' SeJr:lc<·s, , ,,/;Jrmntw11 .Jntl Co•r~muttlcvtioHs. i( ·dmoloou. r>:stJ .Sr,_·r kts~. 1\'('t.iiJCt:an u11Cl ~'1n 1 Wf.-'l'll'~~.? · l1 1 .~.j:."t'Jii, t!~y:.

\ tmtl: FonrJn!tnn, l3agw.J ~·rndU.J$ Ct.l ''lfJ. Etiurartot. Fr:r:fl~,, .... ,. ."·r ho·lllhnfrl•nu~l 1 of:". '~~·· ~~ Department of Edu<:ation, Central Office, Mera lco Avenue, Pasig City f~... . :.<::. ·.'!::..

l~oom 5 19, Ma bini Huilding; Mobile: +639260320762; Land line: +6326337203, +6326316"2o.z.._ ,_ '1· Email; usec.admin@,dcped.gov.ph; Faccbook{Twincr{cldcpcdtayo : '"

'\ ·, I . . ;·.!.. '•,,r ~, .. > ..... ~.A ~·

''•.: _;~·

.,

0 •. [!]

·r.. ~

... ~ .

~"'El-'!».l--lT~t':JQ ,... • • - t:J . -.

teaching load, provided that it does not exceed six (6) hours of actual teaching a day consistent with DepEd Order No. 16, s . 2009. For actual classroom teaching in excess of six (6) hours and for work performed in excess of eight (8) hours done within the school premises, vacation service credits shall be granted in lieu of additional compensation or overtime pay, as per DepEd Order No. 53, s. 2003.

4. The schools are enjoined to deliver four modules each semester. These modules, which are downloadable from the Learning Resources Management and Development System (LRMDS), consist of Modules 1 to 4 for the first semester and Modules 5 to 8 for the second semester. Should there be different class advisers for the first and second semesters, close coordination between advisers concerned shall be ensured.

5. The schools shall conduct an orientation of SHS class advisers and teachers on the implementation of the COP Modules prior to the beginning of the school year.

6 . To gather feedback on the utilization of the COP modules, the enclosed COP Monitoring Form (Enclosure 1) shall be accomplished and submitted in accordance with the following:

• The school guidance counselors, or designated guidance teachers/career advocates shall accomplish the COP Monitoring Form (Enclosure 10) per semester, and shall submit these to the schools division office (SDO) for consolidation by the Youth Formation Coordinator (YFC) of the School Governance and Operations Division (SGOD).

In addition to the consolidated information from the CGP forms, the Division YFC shall include in the SDO report information on the monitoring activities undertaken by the SDO, which shall include, at the minimum:

a) Date of monitoring visits

b) Name of schools visited, including school ID, name and contact details of school head

c) Class/section observed, CGP module implemented, and name and contact details of class adviser

d) Feedback/observations

e) Summary of implementation/utilization issues and challenges

f) Policy and program management recommendations to improve the implementation of the CGP in the school level . ~-~: . ... -=. ,.,., .

: ·~_,;- .... , -_v+ ,J i'' \' t I . · : - (• ' >If '/ ...

f<::" : ~~rt:L --:.l f~ ~~-- Z!

\ ~~t ' ·~ ~\ ·/111\ .·~-'-

•, .,..: .. . . ):"J

.... ~~--

0 •·~- (!] • 'J

I •

;"' ...... .,..,<>, .... ,. r., . . . . . L:U . _ ..

The SDO report shall then be submitted to the RO.

• The designated Regional YFC from the Education Support Services Division (ESSD) shall consolidate the SDO reports. In addition to the consolidated information from the SDO reports, the Regional YFC shall include in the regional report, at the minimum, the following information:

a) Summary of feedback/ observations from SDO monitoring visits (including during any RO monitoring visits)

b) Summary of issues and challenges as documented in SDO reports (including during any RO monitoring visits)

c) Policy and program management recommendations to improve the implementation of the CGP in the division level

The Regional YFC shall facilitate the submission of the regional report to the Bureau of Learner Support Services - Youth Formation Division (BLSS-YFD) at the Central Office.

Soft copies of the regional reports shall be submitted to blss.yfd@deped.gov.ph on the fourth week of November for the first semester and on the fourth week of April for the second semester.

7 . Expenses related to the conduct of the CGP shall be charged to local funds or school Maintenance and Other Operating Expenses (MOOE), subject to the usual accounting and auditing rules and regulations.

8 . Enclosures 1 and 2 are the CGP Monitoring Form and the Terms of Reference for Career Advocates, respectively.

9. Immediate dissemination and desired.

Enclosure 1

Career Guidance Program Modules Monitoring Tool

Name Region Division School Gr. Module -No. Date Conducted

Instructions: Indicate your rating for the followmg Items by puttmg a check (/) in the box corresponding to your answer. SA for Strongly Agree, A for Agree, D stands for Disagree, SD stands for Strongly Disagree.

I. Learning Objectives

Items SA A D SD 1. The objectives of the

modules are clearly stated.

2. The objectives of the modules are specific, achievable and relevant.

3. The objectives of the modules are achieved at the end of the session.

II. Learning Content

Items SA A D SD 4. The content of the

modules is suited to the learners' age, gender, and interests that it become relevant to the their lives.

5. The learning competencies and degrees of difficulty of activities in the modules fits with the learners' skills and abilities.

6. The expected results/outputs of the module are achieved and manifested.

7. The activities of the modules considers individual differences and uniqueness.

1 ..

Enclosure 1

III. Organization

Items SA A D SD 8. The module is well -

organized m terms of content and flow.

9 . The activities in the module are sequenced in a logical manner.

10. The time given in

I conducting the mod ule is sufficient or enough.

IV. Learning Experience

Items SA A D SD 11. The activities are

completely aligned with the set of objectives.

12 . The activities are responsive to the needs of the learners as they choose their tracks In Senior High School.

13 . The activities are easy to conduct and relevant to their lives.

14. Provisions of materials makes learning process easy and meaningful for the learners.

Comments/ Suggestions/Recommendations

Instructions: In 3 -5 sentences, answer the given questions below. Write your answers on the blank provided .

l. What are the best features of the content of the module? Why?

Enclosure 1

2 . Which features of the content of the module needs further improvement? How could we improve them?

3 . Other comments and suggestions

Enclosure 2

TERMS OF REFERENCE FOR CAREER ADVOCATES

I. Policy Context

l . Education Act of 1982 stipulates that "students and pupils in all schools shall enjoy . .. the right to school guidance and counseling services for decisions and selecting the alternatives in fields of work suited to his potentialities" (Section 9 .3) . The exercise of this right is supported by the Department of Education (DepEd) through its various guidance and counseling policies and programs.

2 . The Guidance and Counseling Act of 2004 (Republic Act (RAJ No. 9258) professionalized the practice of guidance and counseling. The law provides that the profession "involves the use of an integrated approach to the development of a well-functioning individual primarily by helping him/her to utilize his/her potentials to the fullest and plan his/her future in accordance with his/her abilities, interests and needs. It includes functions such as counseling subjects, particularly subjects given in the licensure examinations, and other human development services" (Section 3-a).

3. In 2013, major educational reforms were introduced through the Enhanced Basic Education Act of20 13 (RA 10533}. One of the salient features of the K to 12 Basic Education Program is the introduction of Career Guidance. The law stipulates that "(tjo properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with the DOLE, the TESDA and the CHED , shall regularly conduct career advocacy activities for secondary level students" (Section 9) . Notwithstanding the provisions of Section 27 of RA 9258, the Implementing Rules and Regulations (IRR) of RA 10533 specifies that "career advocates shall be allowed to conduct career advocacy activities for secondary­level students of the schools where they are currently employed; provided, that they undergo appropriate capacity building programs developed and implemented by the DepEd, in coordination with the DOLE, TESDA, CHED, PRC, NYC, student organizations, industry associations, guidance and counseling associations , professional associations, and other relevant stakeholders" (Section 19) .

4 . The lRR of RA 10533 defines Career Advocates as "career and employment guidance counselors who are not registered and licensed guidance counselors. Career advocates include homeroom advisers and teachers of all learning areas who will implement cru·eer advocacy activities'' (Section 19}; while Career Advocacy Activities refer to "activities that will guide secondary level students in choosing the career tracks that they intend to pursue" and these involve "provision of career information and experiences, advising, coordinating and making referrals , and may include, but are not limited to, career talks, career and job fairs, parents' orientations, and seminar-workshops on career decision­mal<ing" (Section 18).

5. DepEd's Career Guidance Program (CGP) is bolstered by the enactment of RA 11206 or the Secondary School Career Guidance and Counseling Act, which seeks to "institutionalize career guidance and counseling program for students in all public and private secondary schools nationwide" and "equip secondary education students with the capability to make educated career decisions and expose them to relevant labor markets" (Section 3) .

Enclosure 2

II. Roles and Responsibilities of Career Advocates

6 . The IRR of RA 10533 (Section 20-g) mandates DepEd to designate Career Advocates at the school level. To guide the implementation of the Career Guidance Program (CGP) and ensure the smooth coordination of the program across governance levels, the roles and responsibilities of Career Advocates are defined as follows:

a) Assist the Guidance Counselor in planning and implementing the CGP, which includes the following:

Career orientation Career assessment/ evaluation of learners Research Training activities

b) Coordinate with and support the Guidance Counselor in the delivery of career guidance advocacy activities for all learners , which includes the following:

Utilization of Career Guidance Modules for Senior High School (SHS) Career Coaching among SHS students Orientation for Grade 10 learners on SHS tracks/strands and exits National Career Assessment Examination (NCAE) testing orientation for Grade 9 learners NCAE results discussion and referral as needed Dissemination and distribution of information, education, and communication (IEC) materials

c) Assist the Guidance Counselor in providing up-to-date labor market information, job and business opportunities, and scholarships in coordination with the Department of Labor and Employment (DOLE), Public Employment Service Office (PESO), Technical Education and Skills Development Authority (TESDA) , Commission on Higher Education (CHED), industries, and other stakeholders

d) Support the organization of conferences for parents andfor learners , together with the Guidance Counselor, which includes but not limited to communicating NCAE results, helping parents exercise their role in the career development of their children and appreciate ti1e importance of life skills in career choice decisions

e) Support the Guidance Counselor in the monitoring and evaluation of the implementation of the CGP.

III. Qualifications and Attributes of Career Advocates

7. The Career Advocate-designate should be a regular-permanent DepEd employee with the following basic qualifications and attributes:

Enclosure 2

a) with basic orientation and professional training on the Career Guidance Program (CGP) provided by DepEd and/or other govemment agencies that support the program such as DOLE and CHED

b) preferably previously designated as guidance teacher, with experience in handling career advocacy-related activities

c) flexible and can get along well with adolescents d) with awareness of relevant industry trends e) manifest good interpersonal/ soft skills f) has good oral and written communication skills g) has basic skills in career coaching, coordination, and program

development implementation, and evaluation h) preferably with previous experience in advocacy and/or volunteer activities

V. Selection of Career Advocates

8. School personnel considered for designation, as career advocates shall be assessed based on the above-mentioned basic qualifications and attributes. Following a judicious selection process, the School Head then designates the career advocate .

9. The Schools Division Office (SDO) may set its own procedures for designating career advocates provided that the provisions of this Terms of Reference are observed .

V. Governance Structure

,--·--·­.

CENTRAL OFFICE BLSS-YFD

----~-- -- _.. ___ _

REGIONAL OFFICE _ ) ,. - -l

___ t --, '---

L

ESSD _,

L_ -~ SGOD

Oovislon YFC ____ .,.,..

CLMD

'--···

'------School Head ,--------------------------· --------- ·-------------------,

Sc.hool Governing CounciUPouont· Teacher Assocl.:~tion Guidance c: u:::lor --·!

l __ - ,-- ----·

;--- --- -·--·------... L_ __ ~a~~~::: ___ _j

. - -- - ----·--

{ Partners/Unkages

I

.. Enclosure 2

10. The Bureau of Learner Support Services- Youth Formation Division (BLSS-YFD) serves as the national focal unit in the planning, coordination, and implementation of the Career Guidance Program (CGP}.

11. At the regional level, the Career Guidance Program is coordinated by the Education Support Services Division (ESSD) (Regional Youth Formation Coordinator IYFCj , which works closely with the Curriculum and Leaming Management Division (CLMD}.

At the division level, the School Governance and Operations Division (SGOD) (Division YFC) serves as the focal unit and works closely with the CUrriculum Implementation Division (CID).

12. The SGOD (Division YFC), working closely and collaboratively with the CID, coordinates with and provides technical assistance to the Career Advocates thru the School Head in the implementation of the CGP.

VI. Career Advocacy Coordination with Different Government Agencies

13. The Career Advocates shall assist the Guidance Counselors in coordinating with the different government agencies in the implementation of the Career Guidance Program (CGP) guided by the following objectives:

a) coordinate with core partner agencies (DOLE, TESDA, CHED, PRC, DOST) to address job-skills mismatch and equip the learners with life skills and values;

b) establish linkages and engage with external partners and stal<eholders (government agencies !GAsj, non-government organizations !NGOsj and local government units !LGUs]) in providing information on career pathways for students and organizations, as well as in supporting learners in transition to senior high school education, entrepreneurship, middle level skills development and employment; and

c) Facilitate the conduct of career advocacy activities, but not limited to massive campaign on career orientation and exploration.

14. The Department of Education is a member-agency of the Career Guidance Advocacy Program- Working Group (CGAP-WG) established in 2012 under the Human Development and Poverty Reduction Cluster of the Office of the President. The Network of Guidance Counselors and Career Advocates (NGCCA) and Federation of Career Guidance Advocates Network of the Philippines (FCGNAP) arc involved in this convergence .

15. The CGAP-WG involves the participation of the following core stakeholders with their corresponding functions:

Department of Labor and Employment (DOLE)

Strengthen the capacity of the Public Employment Service Offices (PESOs) to deliver career guidance and employment coaching (CGEC) to its clients Develop and disseminate Labor Market Information (LMI) publications (e.g., career information pamphlets, industry career guides, etc.) Maximize utilization and promotion of PhilJobNet in career guidance activities

·'

Enclosure 2

Commission on Higher Education (CHED)

Promote the Guidance Counseling profession, including other courses that are in-demand and market-responsive, through the mainstream and other forms of media Conduct Career Blitz (massive information dissemination campaign/ caravan) Promote CHED scholarship programs in priority courses

Technical Education and Skills Development Authority (TESDA)

Promote the advantages of technical and vocational education and training (TVET) and its various training programs Develop qualification standards for career advocates in obtaining a National Certification (NC) Conduct advocacy on Training for Apprenticeship Program Establish Career Nooks in all technical vocational institutions (TVls) and other operating units

Professional Regulation Commission (PRC)

• Implement a communi.cation plan on up-to-date and accurate information on over-supplied and under-supplied professions

• Undertake Assessment of Professions for Competitiveness including supply and demand of each profession

• Coordinate the professional regulatory boards (PRBs) in providing speakers on the current regulatory professions on the conduct of CGEC activities to aid students and jobseekers make an informed career choice

• Monitor the implementation of Continuing Professional Development (CPD)

Department of Science and Technology (DOST)

Conduct activities in line with the advocacy campaign Implement scholarship programs in priority science and technology (S&T) courses Support the establishment of LMI corner with Job Search Kiosks provided by the DOLE

Other Partner and Resource Organizations

Parent-Teacher Associations (PTAs') Local government units (LGUs) Business and industry partners Alumni Mass Media Entities Professional Organizations Philippine Information Agency (PIA) National Youth Commission (NYC)